Work with clients with unique needs Evidence Guide

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Evidence Guide: CHCCS601C - Work with clients with unique needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CHCCS601C - Work with clients with unique needs

What evidence can you provide to prove your understanding of each of the following citeria?

Conduct complex assessment

Identify and apply appropriate assessment tools to evaluate complex clients need/s
Apply a risk management approach to client assessment
Identify health implications for clients
Identify educational and developmental needs of client
Determine the need for additional communication support for the client
Access information from a range of sources to determine services available to support client needs
Determine emotional, social and other needs of the client
Consult with the client and significant others throughout the assessment process

Identify and apply appropriate assessment tools to evaluate complex clients need/s

Completed
Date:

Teacher:

Evidence:

Apply a risk management approach to client assessment

Completed
Date:

Teacher:

Evidence:

Identify health implications for clients

Completed
Date:

Teacher:

Evidence:

Identify educational and developmental needs of client

Completed
Date:

Teacher:

Evidence:

Determine the need for additional communication support for the client

Completed
Date:

Teacher:

Evidence:

Access information from a range of sources to determine services available to support client needs

Completed
Date:

Teacher:

Evidence:

Determine emotional, social and other needs of the client

Completed
Date:

Teacher:

Evidence:

Consult with the client and significant others throughout the assessment process

Completed
Date:

Teacher:

Evidence:

Design and apply appropriate strategies and program/s

Use the assessment outcomes to design an intervention and support strategy
Identify and access information from a range of sources to determine services available to support client/s needs
Design a comprehensive plan including appropriate referrals
Incorporate contingency and risk management strategies into the plan
Communicate appropriately with the individual, significant others, colleagues and support staff

Use the assessment outcomes to design an intervention and support strategy

Completed
Date:

Teacher:

Evidence:

Identify and access information from a range of sources to determine services available to support client/s needs

Completed
Date:

Teacher:

Evidence:

Design a comprehensive plan including appropriate referrals

Completed
Date:

Teacher:

Evidence:

Incorporate contingency and risk management strategies into the plan

Completed
Date:

Teacher:

Evidence:

Communicate appropriately with the individual, significant others, colleagues and support staff

Completed
Date:

Teacher:

Evidence:

Monitor and evaluate the plan

Identify and implement strategies to monitor the effectiveness of the approaches taken
Maintain relevant data and keep accurate records to monitor the effectiveness of the plan
Review outcomes of the plan and make adjustments, as needed
Review and adapt risk management strategies as required

Identify and implement strategies to monitor the effectiveness of the approaches taken

Completed
Date:

Teacher:

Evidence:

Maintain relevant data and keep accurate records to monitor the effectiveness of the plan

Completed
Date:

Teacher:

Evidence:

Review outcomes of the plan and make adjustments, as needed

Completed
Date:

Teacher:

Evidence:

Review and adapt risk management strategies as required

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit of competency will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions Assessment may be conducted over one or more occasions and should include both the development and promotion of best practice

Access and equity considerations:	All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally and linguistically diverse (CALD) environments In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:	This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resource requirements for assessment include access to a workplace or similar environment over a number of occasions

Method of assessment:	Assessment may include observation, questioning and evidence gathered from the workplace setting (e.g. from workplace-based project or evidence portfolio)

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

A broad range of health implications associated with complex needs

A range of disabilities with complex characteristics, including:

ABI

autism

cerebral palsy

Prader-Willi syndrome

sensory loss

Appropriate and inappropriate social behaviour

Assessment practices and models

Complex communication skills

Duty of care

Ethical practices

Harm minimisation strategies

Human development issues

Human relationships and sexuality

Monitoring and review practices

Offending behaviours

Referral practices and protocols

Risk management strategies

Specialist services that support people with complex needs

Specific sexuality issues that may be confronted

The community services systems, including government and non-government services

The legal system relating to offending behaviours

The life cycle and transition stages

The psychosocial impact of a range of complex needs

Work health and safety (WHS) policies and practices

Working with diversity

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate high-level judgement and autonomy to be able to:

apply a range of intervention strategies

apply relevant monitoring and review techniques

ensure the safety of the individual, self and the community

identify risks and apply risk management strategies

make whole of life assessments

provide opportunities for the person with complex needs to achieve individual needs and personal goals

select and apply assessment tools appropriately

work with people with complex and/or multiple issues

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply complex theoretical models of behaviour management

Apply understanding of the impact on clients of frustration with the service

Apply understanding of the impact on emotional responses of specific disabilities, such as ABI, autism, lack of sight, Prader-Willi and cerebral palsy

Apply understanding of the impact on physical capacity of specific disabilities

Manage the application and administration of assessment tools

Protect themselves, the person and the community as needed

Work under guidance of a health professional and in liaison with other health professionals

Work with clients on a range of complex and interrelating issues, including sexuality, human development, grief and loss, aging, depression and threat of harm to self or others

Work with offenders

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Complex issues may include:	ABI Autism Sensory loss Prader-Willi syndrome Attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD) Behaviours of concern Communication needs Complex medical needs Dual/multiple disabilities Intellectual, physical and/or neurological disability Language and diversity Offending behaviours Social/economic disadvantage

People with complex issues may include:	Adolescents Adults Children People with a physical/sensory/ intellectual/psychiatric disabilities Persons under court/protective/statutory orders

Appropriate assessment tools may include:	Genograms Psychosocial assessments Risk frameworks – self and others Specialised assessment tools Taking a case history

Risk management approach may include:	Duty of care requirements Established risk management frameworks/models Harm minimisation strategies Organisation risk assessment protocols and guidelines WHS regulations, policies and procedures

Health implications for clients may include:	Access to appropriate health care Alcohol and/or other drugs (AOD) use Inability to manage own health and wellbeing Inactivity Neurological Nutrition Physiological Self-injurious behaviours Sexual health and lifestyle issues

Educational and developmental needs may include:	Aetiology Early intervention Opportunity and support to access appropriate education opportunities at: pre-primary primary secondary post-secondary levels support at different life stages

Additional communication support may include:	Augmented communication aids i.e. electronic devices Communication aids (i.e. picture books and TTY) Culturally specific resources Family support Interpreting services Speech pathology services

Emotional, social and other needs may include:	Equal employment opportunity (EEO), discrimination and privacy issues Family support Grief and loss Isolation, rural and geographical issues Sexuality issues Socioeconomic issues System support Vulnerability

Significant others may include:	Carers Family Friends Other professional support persons Partners

Intervention and support strategy may include:	Allied health plans/support Development of individual program/support plans General service plans Justice plans

Support services may include:	Externally monitored Family and significant others Government and non government Individualised/tailored strategies Private practice Range of pre-determined supporting organisations and services Self-managed

Sources of information may include:	AOD services Child protection services Community service networks Family and significant others Health support services Juvenile justice services Mental health services The person with complex needs

Maintain relevant data and keep accurate records may refer to:	Files and file notes Organisation records Reports formal and informal Statutory orders

Consultation may include:	Family members and significant others Formal and informal meetings Networks Professional support workers The person with complex needs

Review processes may include:	Case management meetings Organisation review processes Reports (verbal, written, formal and informal)

NTISthis.com

Evidence Guide: CHCCS601C - Work with clients with unique needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCCS601C - Work with clients with unique needs

Conduct complex assessment

Design and apply appropriate strategies and program/s

Monitor and evaluate the plan

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _